Getting Started With Schoolyard Inquiries
Are you interested in taking your students outdoors to investigate science topics? This lesson cycle on plant variations provides a framework for getting started with outdoor student inquiries at your school site.
Introduction:
The lessons provide an easy-to-follow framework for getting started with inquiry-based instruction using the schoolyard as a classroom. Science and math objectives are integrated throughout the activities. The lesson cycle is designed to introduce inquiry skills and procedures in the classroom first so students are well prepared for the outdoor inquiries. The lessons address the objectives of the Life Science Evolution and Genetics strand for Grade 2 as students explore variations and similarities among plant populations. Students will apply math skills as they collect, analyze and interpret data on the varieties and numbers of plants found in a schoolyard.
Inquiry activities include the following elements:
1. A clearly stated question to be investigated. In this lesson cycle, the questions are provided. In subsequent lessons, the question(s) could emerge from student discussions.
2. A prediction, with reasons given. Predictions may be stated in class discussion, recorded on a class chart or recorded in individual field notebooks.
3. A basic plan. In beginning inquiries the plan may be informal and only involve discussion. Later plans can be in the form of a written outline of what students will do, what materials they will need and how they will record data.
4. Records of observations in words, labeled diagrams and numbers. Written observations and measurements should be the focus of record keeping and the information used to build a database for analysis and drawing conclusions.
5. Conclusions based on data. These may be written by individuals, summarized by teams or derived through class discussion.
6. New Questions. Continually ask students what they are wondering, and keep an ongoing log of questions as they arise. Encourage students to also record their questions in field notebooks.
Suggestions for using anchor charts and student science notebooks are included in the lessons. Anchor charts summarize important ideas discussed by the class. Science notebooks are a valuable written record of students’ thinking and learning and they develop concepts and process skills. Notebooks also provide the teacher with a rich collection of authentic student work for formative assessment.
Management tips and ideas for adjusting the lessons for various schoolyard sites are included. The basic framework of the lessons can be easily modified for additional inquiries by simply changing the investigation question, the location, or the math and science objectives.
Learning Outcomes
· The student will follow the inquiry cycle to investigate plant populations.
· The student will describe variations in the characteristics and numbers of plants in a specific area.
· The student will use addition and subtraction strategies to determine differences in lengths.
· The student will collect, record and analyze data using measurements, written observations and drawings.
· The student will use addition and subtraction strategies to determine differences in lengths.
· The student will collaborate with others to discuss and interpret data.
· The student will represent data with line plots, graphs and charts.
· The student will communicate an explanation of results that is supported by evidence.
Curriculum Alignment
The lessons are aligned with “Science as Inquiry” as outlined in NC Essential Standards and “Standards for Mathematical Practice” as outlined in Common Core.
Science Essential Standards (Grade 2)
2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism.
Math Common Core Standards (Grade 2)
2.OA.1 Represent and solve problems using addition and subtraction.
2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of standard length units.
2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Classroom Time Required
The classroom time required is eight class periods over two to three weeks.
Materials Needed
Science notebooks for students (sewn composition books are recommended)
Hand lenses ( 1 per student)
Tape measures with centimeter units (1 per pair)
Hula hoops (1 per pair) to designate work space (or circles made with 2-yard lengths of yarn)
Pencils, crayons
Chart paper and markers for anchor charts
Quart-size baggies (1 per student)
Students should be grouped in teams of 2 for outdoor inquiries and groups of 4 for classroom activities
Technology Resources
Cameras (at least 1 for teacher use)
Document camera for sharing notebook entries
1 computer per group of 4 for online extension activities (research, group summaries, projects)
Software or internet access for creating presentations (Word, PowerPoint, Prezi)
Pre-activities
Students will need pre-requisite knowledge on measuring length in centimeters and applying strategies to compare quantities and lengths.
The teacher will need to get familiar with the schoolyard and determine the best location for student investigations.
· Survey the schoolyard, jotting down information about the variety of plants and other resources.
· Sketch a map of the site with notes about resources and where they are located.
· Define the space where students will work. Work spaces can be marked with hula hoops, cones or circles of yarn.
· Take note of safety hazards that need to be discussed with students before an outdoor inquiry.
Engage Activities
Lesson 1: “What procedures do we need to follow when conducting an outdoor investigation?” (45 minutes)
Expected Outcomes:
1. Students will explain safety and courtesy procedures for conducting outdoor inquiries.
2. Students will define protocol for outdoor inquires and create a class anchor chart.
Purpose of Activity: To introduce students to the site and generate a list of procedures to follow when conducting outdoor investigations.
Materials: One chart labeled: “Procedures for Outdoor Investigations”
Instructional Plan/Directions: (45 minutes)
1. Say: Today we are going to begin an investigation of organisms in our school forest. What will our purpose be? (To study plants. To observe living and non-living things. To collect data by using our senses. To work like scientists). What rules do we need to follow to make sure we accomplish our purpose? Record student ideas on chart.
2. Tell students they will be visitors in the forest area which is the home of many organisms. When you visit someone else’s home, what rules do you follow? (quiet voice, respect their things). How can you respect the organisms in the forest? (look, listen, touch carefully, use quiet voices). How do you keep yourself safe when you are outdoors? (Stay with the group, wear proper clothes and shoes, follow directions, be careful about what I touch, etc.) Record ideas on anchor chart.
3. Show students a picture of poison ivy and attach a copy to the safety list. Must have safety rules include:
Wear closed-toe shoes
Stay with partner in designated area.
Do not pick plants or touch insects/animals.
4. Read the ideas on anchor chart together. Say: Now we will go outside to look at our study area and use our senses to observe the environment. Remember how to stay safe in this area.
5. Take students to the study site and point out the boundaries and designated areas. What potential hazards are there in this space? (difficult to see each other, lots of space, bugs and bees, poison ivy, direct sunlight) What do we need to do to make sure everyone stays safe? (No running, stay in your space with your group. Don’t touch insects or animals.)
6. Guide students to observe the environment with their senses. What do you see? What do you hear? What do you smell? How would you describe how ______feels?
7. Return to classroom. Students share their observations in small groups.
8. Summarize. How do we stay safe when conducting an outdoor investigation? How do we show respect to the organisms in their home environment? What did you observe about the environment?
Lesson 2: “How do I collect and record data in words? “ (45 minutes)
Expected Outcomes:
1. Students will explain why it’s important to keep information in a science notebook.
2. Students will observe and describe the features of an object (shape, color, texture, length, width, vein pattern).
3. Students will draw diagrams of pre-selected items to record data.
4. Students will make detailed entries in science notebook. They will share and critique entries to establish criteria for science notebook entries.
Purpose of the Activity: To teach students how to discuss observations and accurately record data in a science notebook.
Preparation: Collect items from the study site. Collect a variety of plants, flowers, twigs, rocks, sticks, insect shells, etc. and place each item in a zip-lock baggie. You will need one item per student plus one for demonstration. Suggestion: Use a trowel to dig up small plants so students can observe roots and so plant may be returned to site.
Materials:
For each student:
· Science notebook
· Hand lens
· Pre-selected item from site in a baggie
For class:
· A pre-selected item for demonstration (a small plant)
· Anchor chart labeled: “Observe”
· pencils
· Anchor chart labeled: “What to include in a science notebook”
Instructional Plan/Directions:
1. Say: Soon we will be going outdoors for an investigation, but first we must get learn to work like scientists. Today we will learn how to use hand lenses and how to record observations in science notebooks.
2. Bring students together for a demonstration using either a document camera or seating students in a circle so all can see. Show students the pre-selected item for demonstration. Model how to observe the item’s features by thinking aloud about the item’s color, shape, texture. Ask students to turn and tell a partner: What do you notice about this object? What are you wondering?
3. Record descriptive words under headings (color, shape, texture, special features) on “Observe” anchor chart.
4. Instruct students on proper and effective use of a hand lens. Distribute hand lenses. Students practice using a hand lens to observe something nearby (clothing, carpet, tabletop).
5. Say: Each of you will have an item from the schoolyard to observe. Remind students to handle the items carefully so they don’t break or tear. Distribute items for students to observe. Prompt with these questions.
a. What shape/color is your item? Students observe and record in notebooks.
b. What is the texture of your object/how does it feel? Students observe and record in notebooks.
- What special features do you notice? Students observe and record in notebooks.
6. Say: Now we need to record this information or data in our notebooks. Use document camera and a composition book to model how to record observations. Model with sentence starters, such as “I observed that my item is ______.” “My object feels______.” “My object is ______and ______.”
7. After a few minutes, ask a few students to share their descriptions in small groups. Then ask a few students to share descriptive words used and record on the “Observe” anchor chart under category headings. Practice reading the words together.
8. Ask teams to discuss: What do you think you did especially well? What did other people in the group do well? What was difficult? Did you include the same information
9. Write students’ names on baggies and collect materials.
Lesson 3: “How do I collect and record data in pictures?” (45 minutes)
Expected Outcomes:
· The student will collect, record and analyze data using drawings.
· Students will observe and draw the features of an object (shape, color, texture, length, width, vein pattern).
Purpose of the Activity: To teach students how to discuss observations and accurately record data in a science notebook.
Materials:
For each student:
· Science notebook
· Hand lens
· Pre-selected item from site in a baggie
For class:
· A pre-selected item for demonstration (a small plant)
· Chart paper to demonstrate contour drawing
· Crayons or colored pencils
· Anchor chart labeled: “What to include in a science notebook”
Instructional Plan/Directions:
1. Say: Writing observations in words is one way scientists record data. Record on anchor chart: “What to include in a science notebook:” I can use words to describe my observations.
2. Say: Another way scientists record data is with drawings or diagrams. A drawing is a picture record of what the object looks like. Lay the demonstration item on a piece of paper under the document camera. As students are looking at the object, draw an obviously inaccurate representation. Ask: Does my drawing look like my object? (No) Why not? (It’s the wrong shape. It’s too small.) How can I improve my drawing? (Slow down. Look at it more carefully) Why is it important to make my drawing look more like the object? (It’s supposed to be like a picture. It’s a record of a real thing. It’s important to be accurate.)
3. Model how to do a blind contour drawing on chart paper. Concentrate on the object by looking at the object, not your paper. Find a starting point and begin drawing. Think about every detail as you draw an outline of your object.
4. Distribute student baggies and notebooks.
5. Drawing #1: Say: Look closely at your object. Put your pencil on the page. Find a starting point on the object, and keep your eyes only on the object. Without lifting your pencil, draw everything you see from your starting point all the way around the object and back to the starting point. Go very slowly. Let your eyes trace the shape of the object. Don’t look at your paper until you are done.
6. Walk around as students draw and invite one or two students to share by placing their objects and drawings under the document camera.
7. Drawing # 2: Find a blank area on the same page or go to the next page. Position your object. You will draw as you just did with one continuous line, but this time you can let yourself glance down at your paper every now and then. It’s important to look at the object when your pencil is moving.